Business Intangibles Essay. Business Intangibles Essay.
**Real Estate**
–Identify the important intangibles within your organization. Since your performance comes from concrete resources, start with these and ask whether an intangible factor is likely to influence your ability to win or lose them. However, do not go on an exhaustive search for as many soft factors as possible; each part of your strategic architecture will probably be most strongly influenced by one or two intangibles.
–Be clear which of these soft factors genuinely accumulate through time and which are simply varying features of your organization. “Quality” often reflects immediately the balance between what has to be done and what is available to do it, in which case it does not accumulate. Reputation, motivation, commitment, and perception, on the other hand, are built up and drain away over time in response to an entire history of events.
–Specify intangibles carefully and identify the best measure. What exactly is it that drives the choices of each group? That will be the measure that matters. Our IT service firm’s current clients, for example, were strongly influenced by the error rate they experienced, while potential clients responded to the firm’s reputation.
–Identify the events causing each intangible to fill up and drain away. This is the same bathtub principle we have used before, so remember that different items may be featured on either side of this question.
–Look for places where you can strengthen intangibles. If you were to lose some of your client relationship managers, for example, what could you do quickly to keep your reputation strong with the wider market and sustain the morale of your other staff?
–Watch out for negative resources. What can you do to slow down the unfortunate events that are filling up these negative feelings? Is there anything you can do to actively dissipate them?
Warren, K. (2019, August). Business Strategy. Retrieved from https://2012books.lardbucket.org/books/business-strategy/[supanova_question]
Pg. 01 Project Instructions College of Computing and Informatics Project Deadline: Sunday
Pg. 01
Project Instructions
College of Computing and Informatics
Project
Deadline: Sunday 12/12/2021@ 23:59
[Total Mark for this Project is 10]
Project
Deadline: Sunday 12/12/2021@ 23:59
[Total Mark for this Project is 10]
Fundamentals of Databases
IT403
Fundamentals of Databases
IT403
Instructions:
You must submit two separate copies (one Word file and one PDF file) using the Assignment Template on Blackboard via the allocated folder. These files must not be in compressed format.
It is your responsibility to check and make sure that you have uploaded both the correct files.
Zero mark will be given if you try to bypass the SafeAssign (e.g., misspell words, remove spaces between words, hide characters, use different character sets, convert text into image or languages other than English or any kind of manipulation).
Email submission will not be accepted.
You are advised to make your work clear and well-presented. This includes filling your information on the cover page.
You must use this template, failing which will result in zero mark.
You MUST show all your work, and text must not be converted into an image, unless specified otherwise by the question.
Late submission will result in ZERO mark.
The work should be your own, copying from students or other resources will result in ZERO mark.
Use Times New Roman font for all your answers.
Instructions:
You must submit two separate copies (one Word file and one PDF file) using the Assignment Template on Blackboard via the allocated folder. These files must not be in compressed format.
It is your responsibility to check and make sure that you have uploaded both the correct files.
Zero mark will be given if you try to bypass the SafeAssign (e.g., misspell words, remove spaces between words, hide characters, use different character sets, convert text into image or languages other than English or any kind of manipulation).
Email submission will not be accepted.
You are advised to make your work clear and well-presented. This includes filling your information on the cover page.
You must use this template, failing which will result in zero mark.
You MUST show all your work, and text must not be converted into an image, unless specified otherwise by the question.
Late submission will result in ZERO mark.
The work should be your own, copying from students or other resources will result in ZERO mark.
Use Times New Roman font for all your answers.
Student Details:
Name: ###
CRN: ###
ID: ###
Student Details:
Name: ###
CRN: ###
ID: ###
Project Instructions
In this file, you will find two database project ideas. You must choose one of them to design and implement.
You can work on this project as a group (minimum 3 and maximum 4 students). Each group member must submit the project individually with all group member names mentioned in the cover page.
This project worth 10 marks and will be distributed as in the following:
Design the database, following an ER model. (3 marks)
Tables before Normalization. (1.5 marks)
Tables after Normalization (1.5 marks)
Use MySQL or any other database to create the normalized tables and
populate your tables with at least 5 rows. (2 marks)
Execute the requested sample queries. (2 marks)
Each student must submit one report about his/her chosen Project via the Blackboard (Email submission will not be accepted which will be awarded ZERO marks) containing the following:
ER Diagram.
All schemas before normalization.
All schemas after normalization.
All SQL statements of:
Creating tables.
Inserting data in tables.
All requested queries/results.
Screenshots from MySQL (or any other software you use) of all the tables after population and queries results.
You are advised to make your work clear and well presented; marks may be reduced for poor presentation. This includes filling your information on the cover page.
You MUST show all your work, and text must not be converted into an image, unless specified otherwise by the question.
Late submission will result in ZERO marks being awarded.
The work should be your own, copying from students or other resources will result in ZERO marks.
Use Times New Roman font
Learning Outcome(s):
LO 4
Design a database starting from the conceptual design to the implementation of database schemas.
LO 3
Create Entity-Relationship model, Relational model, and write SQL queries.
Learning Outcome(s):
LO 4
Design a database starting from the conceptual design to the implementation of database schemas.
LO 3
Create Entity-Relationship model, Relational model, and write SQL queries.
Project I
Database System for a cancer registry
Consider a database system for a Cancer Registry. The data requirements are summarized as follows:
1. Patients:
Patients are tracked by a unique patient ID.
Personal information includes first name, last name, phone number, Date of Birth, and sex.
The combination of the Patient’s first and last name must be unique.
Patient’s sex is a mandatory field.
Patient can be registered at any clinic.
2. Cancer:
Type of cancer is tracked by a unique ID.
Cancer is categorized as either Oral, Lung, Breast, Liver, Blood, Bone, Pancreatic, Cervical, or Prostrate.
Stage of cancer can be Stage I, Stage II, or Stage III
Stage of cancer detection.
Treatment given: Chemotherapy only, Surgery with chemotherapy, Surgery only or Radiation therapy.
Patient_id is an FK which references the ID of the Patient.
Clinic_id is an FK which references the ID of the Clinic that patient register.
Patient information must be stored at one clinic.
Patient Date of detection of Cancer.
3. Clinic:
Clinics are tracked by unique clinic ID.
Each clinic has a name and location.
The combination of the clinic’s name and location must be unique.
4. Employees:
Employees are tracked by unique Employee ID.
Clinic_id is a FK which references the Clinic ID which they work at.
Employees must work at a single Clinic.
Personal information includes Fname, Lname and sex.
The combination of an employee’s first and last name must be unique.
Queries:
List the first and last name of all patients who had blood cancer.
List names and location of clinics reported cases of lung cancer.
Find the names of patients whose age is above 50 years and had oral cancer since 10/10/2010.
List the names of employees who are working in clinics, which do not have breast cancer case.
Learning Outcome(s):
LO 4
Design a database starting from the conceptual design to the implementation of database schemas.
LO 3
Create Entity-Relationship model, Relational model, and write SQL queries.
Learning Outcome(s):
LO 4
Design a database starting from the conceptual design to the implementation of database schemas.
LO 3
Create Entity-Relationship model, Relational model, and write SQL queries.
Project II
Database system for a Wholesale Management System
Consider a database system for a Wholesale Management System. The data requirements are summarized as follows:
Maintain the details of stock like their id, name, quantity.
Maintain the details of buyers from which manager must buy the stock like buyer id, name, address, stock id to be bought.
Details of customers i.e. name, address, id.
Defaulters list of customers who have not paid their pending amount after the due date So List of payment paid or pending.
The stock that is to buy if quantity goes less than a particular amount.
Profit calculation for a month.
Quantity cannot be sold to a customer if the required amount is not present in stock and date of delivery should be maintained up to which stock can be provided.
SQL Queries:
List of payment paid or pending customers.
Find the Defaulters list of customers who have not paid their pending amount.
Find the details of customers name, address, id.
Find Query to get information of employee where employee is not assigned to the department.
List the stock that is to buy if quantity goes less than a particular amount.
10 Marks
10 Marks
Your Project
Title of Your Project
3 Marks
3 Marks
ER Diagram
1.5 Marks
1.5 Marks Tables before the Normalization
1.5 Marks
1.5 Marks Tables after the normalization (At least in 3NF)
2 Marks
2 Marks Create the Normalized Tables and Populate them with at least 5 Rows
2 Marks
2 Marks Write the sample requested Queries & Execute them.[supanova_question]
Part A (60 points) Simulations are helpful in empirically demonstrating statistical results.
Business Intangibles Essay Part A (60 points)
Simulations are helpful in empirically demonstrating statistical results. In this set of projects, you will be using SAS to write a simulator for a “popular” dice game called GOLO. This homework problem is based on the original version of the game, which uses nine 12-sided dice to create a simulation of nine holes of real golf. Obviously, rolling dice to simulate golf can be much less physically taxing, considerably less frustrating and somewhat less dangerous than actual golfing. It should be noted however that depending on the ages of participants (and in the case of graduate students, relative sobriety) it may be just as likely to lose a die as it is to lose one’s ball in the rough.
For this project, you are being asked to design a simulation of GOLO by teaching SAS how to play the “simple” game and then getting SAS to play it 1,000 times. The simple game follows these rules:
Each die has 12 irregularly-numbered sides
The values on each dice are as follows:
Score
Frequency
-1 (birdie)
1
0 (par)
3
1
2
2
2
3
3
4
1
On the first turn, all nine dice are rolled and the lowest score is selected (simulating the first hole played). This die is then removed from the pool of remaining dice
On subsequent turns, the remaining dice are rolled, the lowest score is selected and that die is removed
The half ends when all nine dice are removed and nine scores have been recorded. Retain the scores for the half and then repeat steps #3 and #4 to generate a simulation of a full round of golf (18 holes in total).
There are various alternative strategies one can use in playing this game apart from the simple strategy of one hole at a time. Here are some other strategies to consider:
Modification 1: Select all dice (play one round)
Modification 2: : Choose all par (0) or birdie (-1) results; if no such results exist, choose one die with the lowest value
The deliverable for this project is a sing le program which, when run, will produce a SAS dataset with 1000 GOLO results and a short statistical summary of the simulation for each of the 3 different strategies presented here 20 points for each strategy).
Deliverables:
Code simulating 1000 games of GOLO with the scores for all eighteen holes with a variable keeping the total score for each half and the final total for the round for each of the 3 strategies. Each strategy should have its own separate code in the SAS program (i.e. we want to see at least 3 separate sections even though they may look very similar)
Summary table showing the mean round total for each strategy on eighteen holes. This table should be produced by the program and the call should follow each simulation section.
Part B
Macrify your code from part A
Deliverable (40 points):
Write a SAS Macro that allows the user to specify a strategy (simple, modification 1, modification 2) and play a user-specified number of games with that strategy. The user should be allowed to define a seed, library name, dataset name, and whether the user would like to see the results summarized in a table. The title on the output should reflect all of the user-defined choices specified when the macro is called. Full points will be awarded for a fully-working macro.[supanova_question]
x Assessment Task 1 Cover Sheet Students: Please fill out this cover
x
Assessment Task 1 Cover Sheet
Students: Please fill out this cover sheet clearly and accurately. Make sure you have kept a copy of your work.
Name:
Date of submission:
Assessor to complete
Assessment Requirements
Satisfactory/ Not satisfactory
Date
Was this a re- submission?
Y/N
If yes, what attempt?
Assessment Task 1: Written Questions
1st attempt 2nd attempt
Re-assessment
STUDENT DECLARATION
I declare that these tasks are my own work.
None of this work has been completed by any other person.
I have not cheated or plagiarised the work or colluded with any other student/s.
I have correctly referenced all resources and reference texts throughout these assessment tasks.
I understand that if I am found to be in breach of policy, disciplinary action may be taken against me.
Student signature: ____________________________________________________________________________________________________
Student name: ________________________________________________________________________________________________________
Assessment task 1: written questions
TASK SUMMARY:
To provide you with an opportunity to show you have the required knowledge for this unit.
RESOURCES AND EQUIPMENT REQUIRED TO COMPLETE THIS TASK
Access to textbooks and other learning materials.
Access to a computer and the Internet (if you prefer to type your answers).
WHAT NEEDS TO BE SUBMITTED?
Your answers to all questions; in some questions, choose the correct answer from the list.
Complete the Student’s Self-evaluation Checklist
WHAT HAPPENS IF I GET SOMETHING WRONG?
If your assessor marks any of your answers as incorrect, they will talk to you about resubmission. You will need to do one of the following:
Type the questions that were incorrect and resubmit.
Answer the questions that were incorrect verbally.
INSTRUCTIONS:
Answer each question in as much detail as possible, considering your organisational requirements (or organisation of your choice or a hypothetical organisation if you are not currently employed).
What are the WHS/OHS Laws relevant to your industry? List three (3).
What are the duties imposed on a person that ensure health and safety in the workplace? List two (2).
Who are the duty holders in a workplace? List at least five (5)
List at least four (4) duties of a worker.
What are the legal obligations of an employer in relation to consultation? List at least five (5) legal obligations.
List at least three (3) consequences of non-compliance.
If you are a project team leader or project manager, how can you contribute to monitoring compliance? List at least five (5)
How can you ensure your workplace is compliant with legislation? List at least five (5).
What could you do if you witnessed an act of non-compliance?
What sources could you use to keep up-to-date with relevant legislation? List at least five (5).
What information would need to be communicated to staff members in relation to WHS? List at least four (4).
What would you need to do in order to manage hazards in the workplace? List at least four (4).
What items can be considered health and safety records? List at least ten (10).
What information would an incident report provide? List three (3) and briefly explain each.
Briefly explain the purpose of aggregating information relating to WHS.
Bellow:
In 100 words, discuss the right of the worker to cease unsafe work.
With reference to 16a, what should a WHS practioner/advisor do to once made aware a worker has ceased work. Up to 100 words.
How can hazards and hazardous jobs be identified? List at least five (5).
Discuss the requirements for health and safety training and the obligations on employers. Minimum 100 words.
How does consultation and participation benefit a company? List at least five (5).
What might be included in determining the appropriate action for identified issues? List at least five (5).
Please provide at least five (5) examples of dangerous occurrences.
Changes in the workplace can create new hazards. Identify three types of changes that might affect the safety of workers? List at least three (3).
What are the five (5) categories of control measures for identified risks?
Briefly explain what you should do if you identify an inadequacy in risk control measures.
What does ongoing improvement involve? List five (5).
List some of the main requirements of key state/territory advisory standards relating to construction (eg asbestos advisory standards, concrete pumping supplement, falling objects advisory standard etc) List at least ten (10).
What are some of the main legislative requirements relating to conduct of internal OHS inspections/audits? List three (3).
What types of documentation may need to be analysed when determining areas of potential risk in a medium rise construction project? List at least ten (10).
Who may need to be consulted in relation to OHS inspections and risk analysis? List at least five (5).
How are control measures identified, implemented and reviewed? List four (4)
What are examples of OHS communication strategies? List at least five (5).
List six (6) places on a building site where edge protection is required.
What do I need to hand in for this task?
Have I completed this?
Your answers to each question
?
Complete the Student’s Self-evaluation Checklist
?
FOR STUDENT TO COMPLETE
Assessment Task 1: Written Questions
Student’s self-evaluation checklist
In completing this assessment task, I have developed knowledge and understanding of key topics in relation to:
Tick or X
1.
Question 1 -5
?
2.
Question 6-10
?
3.
Question 11 – 15
?
4.
Question 16 – 20
?
5.
Question 21 – 25
?
6.
Question 26 – 30
?
7.
Question 31 & 32
?
I confirm that the above self-evaluation checklist are true and correct.
Student Name:
Student Signature:
BSBPMG505A Manage project quality
Student Assessment Booklet
Version 2.0 November 2020, Approved Quality assurance & Compliance Manager Pan Bird Pty Ltd t/a Tr4in Right l RTO Code 22281 l CRICOS Code 03618G Copyright © 2020 Tr4in Right
Page 15 of 19[supanova_question]
Instructions & Marking Distribution This task worth 10 marks and will be
Instructions & Marking Distribution
This task worth 10 marks and will be distributed as in the following:
Design the database, following an ER model. (3 marks)
Tables before Normalization. (1.5 marks)
Tables after Normalization (1.5 marks)
Use MySQL or any other database to create the normalized tables and
populate your tables with at least 5 rows. (2 marks)
Execute the requested sample queries. (2 marks)
Each student must submit one report containing the following:
ER Diagram.
All schemas before normalization.
All schemas after normalization.
All SQL statements of:
Creating tables.
Inserting data in tables.
All requested queries/results.
Screenshots from MySQL (or any other software you use) of all the tables after population and queries results.
Consider a database system for a Cancer Registry. The data requirements are summarized as follows:
1. Patients:
Patients are tracked by a unique patient ID.
Personal information includes first name, last name, phone number, Date of Birth, and sex.
The combination of the Patient’s first and last name must be unique.
Patient’s sex is a mandatory field.
Patient can be registered at any clinic.
2. Cancer:
Type of cancer is tracked by a unique ID.
Cancer is categorized as either Oral, Lung, Breast, Liver, Blood, Bone, Pancreatic, Cervical, or Prostrate.
Stage of cancer can be Stage I, Stage II, or Stage III
Stage of cancer detection.
Treatment given: Chemotherapy only, Surgery with chemotherapy, Surgery only or Radiation therapy.
Patient_id is an FK which references the ID of the Patient.
Clinic_id is an FK which references the ID of the Clinic that patient register.
Patient information must be stored at one clinic.
Patient Date of detection of Cancer.
3. Clinic:
Clinics are tracked by unique clinic ID.
Each clinic has a name and location.
The combination of the clinic’s name and location must be unique.
4. Employees:
Employees are tracked by unique Employee ID.
Clinic_id is a FK which references the Clinic ID which they work at.
Employees must work at a single Clinic.
Personal information includes Fname, Lname and sex.
The combination of an employee’s first and last name must be unique.
Queries:
List the first and last name of all patients who had blood cancer.
List names and location of clinics reported cases of lung cancer.
Find the names of patients whose age is above 50 years and had oral cancer since 10/10/2010.
List the names of employees who are working in clinics, which do not have breast cancer case.
Answer Sheet
ER Diagram
Tables before the Normalization
Tables after the normalization (At least in 3NF)
Create the Normalized Tables and Populate them with at least 5 Rows
Write the sample requested Queries & Execute them.[supanova_question]
Introduction Diabetes is a health condition that inhibits the body from making
Introduction
Diabetes is a health condition that inhibits the body from making insulin or using it efficiently. The disease affects how the body converts food into energy. The body breaks down food into glucose, a form easy to absorb. High blood sugar signals the pancreases to discharge insulin, which converts the sugar into energy. Therefore, with diabetes, the function of insulin is curtailed. When cells cannot react to insulin or the lack of it, sugar concentrates in the bloodstream. With time, elevated blood sugar causes severe health problems like kidney disease, vision loss, and heart disease.
Diabetes is a chronic condition that is widely prevalent in the world today, especially in developed countries. In part, many would argue that Diabetes is very often a result an outcome of social health determinants. Access to health care, education, and the doors that economic stability opens- better paying jobs, therefore more stable and secure housing, better food, etc.- contribute to healthier lifestyles that often, the research has found, leads to a reduced risk of Diabetes. Those populations who suffer increased risk or prevalence of diabetes are typically of marginalized groups with lower socioeconomic status and therefore limited access to healthcare, healthy food, and who generally live healthier and more active lifestyles.
A group of particular interest to research is youth because of the lifelong implications of diabetes on one’s health. Families in marginalized or impoverished families are more likely to experience social and economic issues and concerns revolving around equity and access. This translates to higher risk for behaviors and lifestyle factors that make them more prone to develop Diabetes as youth.
Problem To Be Studied
The problem to be studied is therefore Diabetes in youth, and the risk factors and contributing social and economic circumstances, as well as the social determinants of health, that make youth more prone to developing Diabetes. By understanding these factors and their impact on the health of these youth, this study can help contribute to the conversation about how to mitigate such risk factors and reduce the lifelong impact of chronic health conditions such as Diabetes.
The Research Question
The research question is: What is the impact of diabetes in youth?
Background
There is no cure for diabetes, but managing the disease is achieved by avoiding a sedentary lifestyle, eating healthy, and losing weight. Those affected can take prescribed medicine, attend care appointments, and learn self-management to reduce the impact of the disease on quality of life. According to Mendola et al. (2018), millions of American citizens have diabetes. Mendola et al. (2018) also claim that majority are unaware they have the disease. Liu et al. (2017) support the finding by Mendola et al. (2018), mentioning that it is the seventh prominent cause of death in America. Liu et al. (2017) mention that diabetes is the principal cause of adult impaired vision, limb amputations, and kidney disease. However, this review is dedicated to literature about diabetes in youth, citing cause, prevention, complications, and risk factors.
Review of the Literature
Diabetes in Youth
Diabetes mainly develops as either type 1 or type 2. Type 1 manifests as an autoimmune reaction that prevents the body from producing insulin. With type 2, the body cannot use insulin well, which leads to a spike in blood sugar levels. Type 2 takes years to develop and is common among adults. However, young adults, teens, and teens are increasingly diagnosed with type 2 diabetes (Dabelea et al., 2014). Bleil, Spieker, and Booth-LaForce (2021) suggest taking frequent blood sugar tests, especially those at risk. The condition is usually silent, and it may be hard to notice any symptoms. Butler (2017) reiterates the fact that the exact cause of diabetes remains indefinite. However, genetics and family history seem to take centre stage. Other factors include excess weight, particularly belly fat, and also inactivity. What is clear from Eskicioglu et al. (2014) is that youth suffering from diabetes type 2 cannot process blood sugar properly. The result, according to Lawrence et al. (2021), is blood sugar accumulating. Instead of fueling tissue and muscle cells.
A person’s body derives sugar from the foodstuff they consume. Therefore, when the child’s body resists insulin or when the body cannot produce enough, sugar spikes causing symptoms of elevated blood sugar. Wells (2018) remarks that research has not uncovered why some youth develop diabetes while others do not, despite having analogous risk factors. However, Temneanu, Trandafir, and Purcarea (2016) cite certain risk factors that increase the risk, including being overweight. Weight is a resilient risk factor for diabetes in youth. Temneanu, Trandafir, and Purcarea (2016) found that the fattier the tissues a child had, the higher they were at risk of contracting diabetes. Inactivity was also among the primary concerns cited by Temneanu, Trandafir, and Purcarea (2016). Inactive youths are at a greater risk of having diabetes. Per the work of Temneanu, Trandafir, and Purcarea (2016), youth who are physically active efficiently manage their weight because they use energy. Used up energy helps a child’s cells respond better to insulin.
Regarding Bleil, Spieker, and Booth-LaForce (2021), a child’s risk of developing diabetes seems to increase when they have a sibling or parent with the disease. In addition, Butler (2017) emphasizes that it is unclear why ethnicity or race seems to play a crucial part in diabetes in youth. Asian Americans, American Indians, Hispanics, and African Americans are more prone to developing diabetes (Lawrence et al., 2021). Age is also a crucial factor when determining the cause of diabetes in youth, as explained by Lawrence et al. (2021). Nadeau et al. (2016) found that most children developed diabetes during the onset of their teens. The study also found that girls were more likely to suffer from diabetes than boys. Siobhan et al. (2008) associated gestational diabetes and low birth weight with a higher likelihood of developing diabetes. Similarly, Ogunwole and Golden (2021) associated diabetes in youth with premature birth. Infants born before 42 weeks were over had a greater risk of developing diabetes.
Mendola et al. (2018) confirm that diabetes affects virtually all the organs in the body. These organs include kidneys, eyes, nerves, and blood vessels. It is undeniable from Eskicioglu et al. (2014) that enduring complications develop as the child grows into adulthood. Eventually, these complications turn to disable and finally life-threatening. Diabetes-fostered complications in youth include stroke, high cholesterol, liver disease, high blood pressure, blindness, blood vessel and heart disease, amputation, and kidney disease. Dabelea (2018) believes that the only viable way to reduce these complications is keeping blood sugar levels close to optimal all the time. Likewise, Nip et al. (2019) consider maintaining healthy lifestyles to prevent the risk of exposing youth to diabetes. As for children already having diabetes, Nadeau et al. (2016) advocate for lifestyle changes, which reduces the complications associated with the disease and dependence on medication.
Eskicioglu et al. (2014) talk about peer mentoring and encouraging youth to eat healthy, balanced meals while discouraging too much sugar-laden junk foods. Wells (2018) adds to this approach by pointing parents and guardians focusing on whole grains, vegetables, and fruits. Consistent with Nip et al. (2019), caregivers should offer youth foods low in calories and fat. Caregivers can prevent boredom if they provide their children with a variety of healthy diets. On top of food choices, Nip et al. (2019) ask caregivers to strive for more exercise and physical activity. Parents should encourage their children to take part in an active lifestyle. They can accomplish this by signing them up for dance lessons or sports co-curriculum activities. Perhaps, the best solution, as offered by Bleil, Spieker, and Booth-LaForce (2021), is to find active things to commit to together.
Summary
Lawrence et al. (2021) suggest that the best way to combat diabetes in youth is to make it an intimate, family affair. Lifestyle choices that prevent diabetes in adults can help prevent it in childhood. A child’s diet meant to combat or evade diabetes would work best for the entire family. From this study, reiterated by Dabelea (2018), it is apparent that diabetes affects a child in the same way it affects an adult. Sugar will build up in the bloodstream, provided there is not enough insulin in the body. If an individual leaves the condition untreated, it causes severe complications. The risk factors observed in adults are still the same ones witnessed in youth, including genetics, family history, and race. Since diabetes affects a child’s organs, the remedy for prevention and treatment is to keep their blood sugar close to normal. Ogunwole and Golden (2021) find that optimal blood sugar levels reduce the risk of diabetes-related complications like stroke, high blood pressure, kidney damage, and eye damage. For Temneanu, Trandafir, and Purcarea (2016), diabetes prevention is better than cure, more so because there is no known cure for the disease. There is no proven way to prevent diabetes type 1, but it remains an active part of the research on the disease. However, with diabetes type 2, all the sources reviewed in this study, including Nadeau et al. (2016) and Siobhan et al. (2008), support making lifestyle changes the preeminent way to prevent or manage the disease.
Methods
I propose an observational study that focuses on observing individuals who meet a threshold for set qualifiers as outlined below. To this end, I believe that a cohort study would serve my purpose best, over a set period of time. The cohort would be selected based on the exposure or risk status of the individuals. In this case, I would choose cohorts made up of family units, so that I could follow the families of the cohort to determine and evaluate them and their ongoing health for the outcome of interests, Diabetes in youth.
Study Design
This particular study design was chosen because the needs assessment made clear that for youth, families play a vital role in shaping the lifestyle, habits, and food choices of youth by necessity. Youth live in the homes of their families and their food choices are those of their parents, largely- the parents purchase the food and often take charge of preparing it. The parents also, through their own socioeconomic status, define the opportunities and access of their children to healthcare, educational opportunities, access to recreational activities for exercise and fitness, and perceptions about fitness, health, and diet.
Location
The location chosen is urban areas of the state of New York.
Participant Parameters
Because of COVID-19, it is appropriate to conduct this study with a selection of sixteen families with youth who meet the following qualifications and are familiar enough with technology to participate in interviews and follow up via digital or online platforms such as Teams or Zoom:
Lower socioeconomic status- below 120% of state poverty level;
The family lives in an urban setting within the state of New York;
Be considered a “family” with a least one parent figure;
All parent figures in the family unit work;
Have at least one youth- a child under age eighteen;
All youth in the household participate in the local education system;
Have at least one youth in the family unit who has been diagnosed with either Type 1 or Type 2 Diabetes in the last six months.
Purpose of Study
The purpose of the proposed study is to not only determine whether youth who meet risk factors for developing Diabetes do so, but more importantly for this study what factors contribute to the development of that chronic illness. It is important that social, economic, and health factors are considered as part of a comprehensive whole to assess the true impact of the development of Diabetes but further, how to anticipate those risk factors and thus mitigate the negative health outcome through behavior and social modifications.
It is important to construct and analyze the life stories of these families in order to understand truly the context in which they live, their choices, and the health behaviors that contribute to their increased risk and potential development of Diabetes. This will allow for consideration of both the impact of Diabetes on the youth themselves, but also on the other potential youth in the family
Design of Study
The study itself will consistent of sixteen families who meet the above qualifications and are able to commit to eight monthly individual and group meetings per year.
Statistics of Study/Measurements
The study will focus on these group meetings as opportunities to gather information through discussion and the use of questionnaires/interviews. The focus of the questions will center on:
The impact of Diabetes on the family as a whole:
Expenses
Lifestyle
Fitness
Health insurance/education
Diet
The impact of Diabetes on the youth:
Body image
Acceptance of illness
Denial of illness
Lifestyle changes
The methods by which youth have sought to modify behavior after diagnosis:
Diet
Education
Exercise
Treatment adherence
Analytic Strategy
The use of specific questions and ratings scales as administered in the questionnaire will allow for quantifiable data to be gathered on which to base statistical analysis to assess treatment compliance success, lifestyle changes, and diet modifications. The discussion notes and interview questions will allow for anecdotal data to be gathered on which to base general observances and will allow for more in depth analysis of the emotional and physical toll of Diabetes diagnosis on youth.
References:
Bleil, M., Spieker, S., & Booth-LaForce, C. (2021, June 3). Targeting parenting quality to reduce early life adversity impacts on lifespan cardiometabolic risk. Frontier Psychology, Retrieved September 14, 2021 from https://doi.org/10.3389/fpsyg.2021.678946
Butler, A.M. (2017). Social Determinants of Health and Racial/Ethnic Disparities in Type 2 Diabetes in Youth. Current Diabetic Reports, 17(60). Retrieved September 14, 2021 from https://doi.org/10.1007/s11892-017-0885-0
Dabelea, D. (2018). Diabetes in youth—looking backwards to inform the future: Kelly West Award Lecture 2017. Diabetes Care, 41(2), 233-240.
Liu, Y., Sayam, S., Shao, X., Wang, K., Zheng, S., Li, Y., & Wang, L. (2017). Peer reviewed: prevalence of and trends in diabetes among veterans, United States, 2005–2014. Preventing chronic disease, 14.
Dabelea, D., Mayer-Davis, E. J., Saydah, S., Imperatore, G., Linder, B., Divers, J., Bell, R., Badaru, A., Talton, J. W., Crume, T., Liese, A. D., Merchant, A. T., Lawrence, J. M., Reynolds, K., Dolan, L., Liu, L. L., Hamman, R. F. (2014). Prevalence of type 1 and type 2 diabetes among children and adolescents from 2001 to 2009. Journal of the American Medical Association, 311(17), 1778–1786. Retrieved September 14, 2021 from https://doi.org/10.1001/jama.2014.3201
Eskicioglu, P., Halas, J., Sénéchal, M., Wood, L., McKay, E., Villeneuve, S., McGavock, J. (2014, June 01). Peer mentoring for type 2 diabetes prevention in first nations children. Pediatrics, 133(6), e1624-e1631. Retrieved September 14, 2021 from DOI: https://doi.org/10.1542/peds.2013-2621
Lawrence, J. M., Divers, J., Isom, S., Saydah, S., Imperatore, G., Pihoker, C., Marcovina, S. M., Mayer-Davis, E. J., Hamman, R. F., Dolan, L., Dabelea, D., Pettitt, D. J., Liese, A. D., (2021). Trends in Prevalence of Type 1 and Type 2 Diabetes in Children and Adolescents in the US, 2001-2017. Journal of American Medical Association, 326(8), 717–727. Retrieved September 14, 2021 from https://doi.org/10.1001/jama.2021.11165
Mendola, N. D., Chen, T. C., Gu, Q., Eberhardt, M. S., & Saydah, S. (2018). Prevalence of total, diagnosed, and undiagnosed diabetes among adults: United States, 2013-2016. US Department of Health and Human Services, Centers for Disease Control and Prevention, National Center for Health Statistics.
Nadeau, K., Anderson, B., Berg, E., Chiang, J., Chou, H., Copeland, K., Zeitler, P. (2016). Youth-onset type 2 diabetes consensus report: Current status, challenges, and priorities. Diabetes Care, 39(9), 1635-1642. Retrieved September 14, 2021 from https://doi.org/10.2337/dc16-1066
Nip, A. S., Reboussin, B. A., Dabelea, D., Bellatorre, A., Mayer-Davis, E. J., Kahkoska, A. R., … & Pihoker, C. (2019). Disordered eating behaviors in youth and young adults with type 1 or type 2 diabetes receiving insulin therapy: The SEARCH for Diabetes in Youth Study. Diabetes Care, 42(5), 859-866.
Ogunwole, S., & Golden, S. (2021, January 01). Social determinants of health and structural inequities-root causes of diabetes disparities. American Diabetes Association. Retrieved September 14, 2021 from https://doi.org/10.2337/dci20-0060
Siobhan C. Maty, John W. Lynch, Trivellore E. Raghunathan, George A. Kaplan. (2008). Childhood Socioeconomic Position, Gender, Adult Body Mass Index, and Incidence of Type 2 Diabetes Mellitus Over 34 Years in the Alameda County Study, American Journal of Public Health, 98, 1486-1494. Retrieved September 14, 2021 from https://doi.org/10.2105/AJPH.2007.123653
Temneanu, O. R., Trandafir, L. M., & Purcarea, M. R. (2016). Type 2 diabetes mellitus in children and adolescents: a relatively new clinical problem within pediatric practice. Journal of Medicine and Life, 9(3), 235–239. Retrieved September 14, 2021 from https://pubmed.ncbi.nlm.nih.gov/27974926/
Wells, J.C.K. (2018). The capacity–load model of non-communicable disease risk: understanding the effects of child malnutrition, ethnicity and the social determinants of health. European Journal of Clinical Nutrition, 72, 688–697 (2018). Retrieved September 14, 2021 from https://doi.org/10.1038/s41430-018-0142-x[supanova_question]
Assignment 3: Layers of Protection Analysis (LOPA)1 Assignment 3: Layers of Protection
Assignment 3: Layers of Protection Analysis (LOPA)1
Assignment 3: Layers of Protection Analysis (LOPA)
Your Name
School of Computer and Information Sciences, University of the Cumberlands
ISOL634 Physical Security
Dr. Name of your Instructor
Current Date
Table of Contents
What Could Happen? (Note: This H1 required) 4
Threat 1 from Outside (Note: H2 required with actual threat) 4
Threat 2 from Outside (Note: H2 required with actual threat) 4
Threat 3 from Outside (Note: H2 required with actual threat) 4
Threat n from Outside (optional) 4
Threat 1 from Inside (Note: H2 required with actual threat) 4
Threat 2 from Inside (Note: H2 required with actual threat) 4
Threat 3 from Inside (Note: H2 required with actual threat) 4
Threat n from Inside (optional) 4
Frequency of Potential Threats (Note: This H1 required) 5
Frequency of Threat 1 from Outside (Note: H2 required with actual threat) 5
Frequency of Threat 2 from Outside (Note: H2 required with actual threat) 5
Frequency of Threat 3 from Outside (Note: H2 required with actual threat) 5
Frequency of Threat n from Outside (optional) 5
Frequency of Threat 1 from Inside (Note: H2 required with actual threat) 5
Frequency of Threat 2 from Inside (Note: H2 required with actual threat) 5
Frequency of Threat 3 from Inside (Note: H2 required with actual threat) 5
Frequency of Threat n from Inside (optional) 5
How Effective are the Layers of Protection (Note: This H1 required) 6
Effectiveness of Layer 1 against Threats from Outside (Note: H2 required with actual layer) 6
Effectiveness of Layer 2 against Threats from Outside (Note: H2 required with actual layer) 6
Effectiveness of Layer 3 against Threats from Outside (Note: H2 required with actual layer) 6
Effectiveness of Layer n against Threats from Outside (Note: optional) 6
Effectiveness of Layer 1 against Threats from Inside (Note: H2 required with actual layer) 6
Effectiveness of Layer 2 against Threats from Inside (Note: H2 required with actual layer) 6
Effectiveness of Layer 3 against Threats from Inside (Note: H2 required with actual layer) 6
Effectiveness of Layer n against Threats from Inside (Note: optional) 6
How Tolerable are the Mitigation Layers (Note: This H1 required) 7
Outside Layers of Protection Tolerability (Note: H2 required with actual layer) 7
Inside Layers of Protection Tolerability (Note: H2 required with actual layer) 7
References 8
Your paper starts here with the first paragraph indented. Start by writing a brief description of your approach to completing the assignment. (Note: Each Heading should have at least 2 properly formatted paragraphs and each paragraph should have at least 3 properly formatted sentences. Also, please delete all the notes before submitting).
What Could Happen? (Note: This H1 required)
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Threat 1 from Outside (Note: H2 required with actual threat)
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Threat 2 from Outside (Note: H2 required with actual threat)
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Threat 3 from Outside (Note: H2 required with actual threat)
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Threat n from Outside (optional)
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Threat 1 from Inside (Note: H2 required with actual threat)
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Threat 2 from Inside (Note: H2 required with actual threat)
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Threat 3 from Inside (Note: H2 required with actual threat)
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Threat n from Inside (optional)
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Frequency of Potential Threats (Note: This H1 required)
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Frequency of Threat 1 from Outside (Note: H2 required with actual threat)
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Frequency of Threat 2 from Outside (Note: H2 required with actual threat)
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Frequency of Threat 3 from Outside (Note: H2 required with actual threat)
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Frequency of Threat n from Outside (optional)
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Frequency of Threat 1 from Inside (Note: H2 required with actual threat)
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Frequency of Threat 2 from Inside (Note: H2 required with actual threat)
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Frequency of Threat 3 from Inside (Note: H2 required with actual threat)
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Frequency of Threat n from Inside (optional)
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How Effective are the Layers of Protection (Note: This H1 required)
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Effectiveness of Layer 1 against Threats from Outside (Note: H2 required with actual layer)
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Effectiveness of Layer 2 against Threats from Outside (Note: H2 required with actual layer)
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Effectiveness of Layer 3 against Threats from Outside (Note: H2 required with actual layer)
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Effectiveness of Layer n against Threats from Outside (Note: optional)
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Effectiveness of Layer 1 against Threats from Inside (Note: H2 required with actual layer)
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Effectiveness of Layer 2 against Threats from Inside (Note: H2 required with actual layer)
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Effectiveness of Layer 3 against Threats from Inside (Note: H2 required with actual layer)
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Effectiveness of Layer n against Threats from Inside (Note: optional)
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How Tolerable are the Mitigation Layers (Note: This H1 required)
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Outside Layers of Protection Tolerability (Note: H2 required with actual layer)
Start typing here. (Note: each layer should be addressed)
Inside Layers of Protection Tolerability (Note: H2 required with actual layer)
Start typing here. (Note: each layer should be addressed)
References
There are no sources in the current document.[supanova_question]
Please read this passage adapted from Taylor Branch’s “The Scandal of College
Please read this passage adapted from Taylor Branch’s “The Scandal of College Sports” and answer the question after the passage in bold
Note: NCAA refers to the National Collegiate Athletic Association, the governing body for college sports, and one of the deciding parties in terms of whether college athletes are paid and what rights they are granted as student-athletes.
[C]orporations offer money so they can profit from the glory of college athletes, and the universities grab it. In 2010, despite the faltering economy, a single college athletic league, the football-crazed Southeastern Conference (SEC), became the first to crack the billion-dollar barrier in athletic receipts. The Big Ten pursued closely at $905 million. That money comes from a combination of ticket sales, concession sales, merchandise, licensing fees, and other sources—but the great bulk of it comes from television contracts.
[…] The United States is the only country in the world that hosts big-time sports at institutions of higher learning. This should not, in and of itself, be controversial. College athletics are rooted in the classical ideal of Mens sana in corpore sano—a sound mind in a sound body—and who would argue with that? College sports are deeply inscribed in the culture of our nation. Half a million young men and women play competitive intercollegiate sports each year. Millions of spectators flock into football stadiums each Saturday in the fall, and tens of millions more watch on television. The March Madness basketball tournament each spring has become a major national event, with upwards of 80 million watching it on television and talking about the games around the office water cooler. ESPN has spawned ESPNU, a channel dedicated to college sports, and Fox Sports and other cable outlets are developing channels exclusively to cover sports from specific regions or divisions.
With so many people paying for tickets and watching on television, college sports has become Very Big Business. According to various reports, the football teams at Texas, Florida, Georgia, Michigan, and Penn State—to name just a few big-revenue football schools—each earn between $40 million and $80 million in profits a year, even after paying coaches multimillion-dollar salaries. When you combine so much money with such high, almost tribal, stakes—football boosters are famously rabid in their zeal to have their alma mater win—corruption is likely to follow.
Scandal after scandal has rocked college sports. […] With each revelation, there is much wringing of hands. Critics scold schools for breaking faith with their educational mission, and for failing to enforce the sanctity of “amateurism.” Sportswriters denounce the NCAA for both tyranny and impotence in its quest to “clean up” college sports. Observers on all sides express jumbled emotions about youth and innocence, venting against professional mores or greedy amateurs.[supanova_question]
I. What is the cause you are proposing for the Philanthropist to
I. What is the cause you are proposing for the Philanthropist to address? (Provide background information on the cause. Cite credible sources of information.)
Define the cause
The Humane Society of the United States and Humane Society International work together to end the cruelest practices toward animals, rescue and care for animals in crisis, and build a stronger animal protection movement.
Animal cruelty encompasses a range of behaviors harmful to animals, from neglect to malicious killing. Most cruelty investigated by humane officers is unintentional neglect that can be resolved through education.
Intentional cruelty can run the gamut from knowingly depriving an animal of food, water, shelter, socialization or veterinary care to maliciously torturing, maiming, mutilating or killing an animal.
B. How important is the cause?
All animal cruelty is a concern because it is wrong to inflict suffering on any living creature. Intentional cruelty is a particular concern because it is a sign of psychological distress and often indicates that an individual either has already been a victim of violence or might be predisposed to committing acts of violence.
Natural habitats of animals and plants are destroyed for land development and agriculture by humans. The extinction of wild species will certainly have a fatal impact on the human race. So, for us as human beings, it becomes a great responsibility to save the wildlife, our planet and, most importantly, ourselves.
C. What/who is affected by the cause? How? (be specific – provide data if possible)
All animals are targeted by the cause. Together with millions of supporters, the Humane Society of the United States takes on puppy mills, factory farms, the fur trade, trophy hunting, animal cosmetics testing and other cruel industries. They rescue and care for thousands of animals every year through our rescue and response team and other hands-on animal care services. They fight all forms of animal cruelty to achieve the vision behind our name: a humane society.
D. Do you need to define special terms/words related to the cause?
puppy mills—the inhumane mass breeding of puppies to supply the retail pet market
II. Analyze the Problem and its Causes
Analysis of the problem
In what situation (i.e., place, time, culture, history) does this problem occur (this refers to the problem in I.)?
Extreme confinement of farm animals, puppy mills, the fur industry, trophy hunting, animal testing of cosmetics and the dog meat trade.
B. What, specifically, are the problems?
Ending the cruelest practices. They are focused on ending the worst forms of institutionalized animal suffering—including extreme confinement of farm animals, puppy mills, the fur industry, trophy hunting, animal testing of cosmetics and the dog meat trade. Our progress is the result of our work with governments, the private sector and multinational bodies, public awareness and consumer education campaigns, public policy efforts, and more.
Caring for animals in crisis. They respond to large-scale cruelty cases and disasters around the world, providing rescue, hands-on care, logistics and expertise when animals are caught in crises. Our affiliated care centers heal and provide lifelong sanctuary to abused, abandoned, exploited, vulnerable and neglected animals.
Building a stronger animal protection movement. Through partnerships, trainings, support, collaboration and more, They’re building a more humane world by empowering and expanding the capacity of animal welfare advocates and organizations in the United States and across the globe. Together, They’ll bring about faster change for animals
C. What is causing the problem? (there may be MANY causes!)
Why would anyone be cruel to animals? There can be many reasons. Animal cruelty, like any other form of violence, is often committed by a person who feels powerless, unnoticed or under the control of others. The motive may be to shock, threaten, intimidate or offend others or to demonstrate rejection of society’s rules. Some who are cruel to animals copy acts they have seen or that have been done to them. Others see harming an animal as a safe way to get revenge against—or threaten—someone who cares about that animal.
III. Generate Potential Solutions/Identify Alternatives
Which organizations work to eliminate the problem?
The Humane Society of the United States is the nation’s largest animal protection organization, rated the most effective by its peers. Since 1954, They’ve been fighting for the protection of all animals through advocacy, education and hands-on programs.
The HSUS is a mainstream voice for animals, with active programs in companion animals, wildlife and habitat protection, animals in research and farm animals. They protect all animals through legislation, litigation, investigation, education, science, advocacy and field work. And together with our affiliates, They rescue and care for tens of thousands of animals each year—but our primary mission is to prevent cruelty before it occurs.
The HSUS’s mission is to fight for all animals across America and around the world.
https://www.humanesociety.org/resources/general-faq#about
IV. Evaluate Selected organization:
What organization are you proposing?
History and background on the chosen organization and how it addresses your problem.
The HSUS is based in Washington, D.C. and was founded in 1954 by journalist Fred Myers and Helen Jones, Larry Andrews, and Marcia Glaser. In 2013, the Chronicle of Philanthropy ranked HSUS as the 136th largest charity in the US in its Philanthropy 400 listing. Its reported revenue was $129 million and net assets of $215 million as of 2014.
Information verifying it as a legitimate cause/organization and not a scam
How can I be certain that the Humane Society of the United States is deserving of my support?
The Humane Society of the United States is approved by the Better Business Bureau Wise Giving Alliance for all 20 of its standards for charity accountability. In the words of the BBB WGA’s president, these standards go “to the heart of how a charity function,” addressing charity governance, finances, effectiveness reporting, appeal accuracy, website disclosures and donor privacy. You can examine our profile at GuideStar, as well as consult our form 990, view our financial statements and read our latest annual report, a clear and concise review of our ongoing work and the best case for the impact of our work here.
How much of my donation actually goes toward helping animals?
The Humane Society of the United States and its affiliates spend 73% of all gifts directly on lifesaving animal protection programs, while the remaining funds help maintain our infrastructure and operations. Like any nonprofit organization, the HSUS carries out marketing, fundraising and public awareness programs designed to reach the public, grow our membership and influence key decision-makers in the public and private sectors. Supporters and others can view the breakdown of our spending ratios and the work made possible by their donations in our annual reports and 990s.
C. Stories and statistics to support your claims
Their work with one of America’s largest luxury department stores led it to drop fur and exotic skins. After working with the HSUS, Nordstrom announced that all its stores will stop selling products made with animal fur and exotic skins by the end of 2021.
They won a cage-free-egg commitment from a major international hotelier. Minor Hotels, with more than 535 properties in 55 countries across Asia, the Middle East, Africa, the Indian Ocean region, Europe and South America, agreed to source 100% of its eggs from cage-free producers by the end of 2027.
They rescued injured and stranded wildlife after Australia’s devastating wildfires. Our Animal Rescue and Response team deployed to Australia after wildfires destroyed two-thirds of Kangaroo Island and helped HSI/Australia save some 200 koalas, wallabies and kangaroos and ensure they all received care and medical treatment.
They helped defend the world’s strongest farm animal protection law. They helped defeat serious court challenges to Proposition 12, the landmark California ballot measure They led in 2018 that outlaws the extreme confinement of egg-laying hens, mother pigs, and calves used for veal, and the sale of products from intensively confined animals, no matter where they’re raised.
They helped spay/neuter programs make up for lost ground during the pandemic. They launched and led #SpayTogether, a coalition of 28 national organizations concerned about the negative impact COVID-19 restrictions were having on the rate of spay/neuter surgeries. The coalition provided grant subsidies to 252 shelters, rescues and spay/neuter clinics, funding more than 75,000 sterilization procedures across the United States.
V. Implementation
A. Explain how the Philanthropist can best support this organization
Any donation to the HSUS will make you a member. However, a one-time gift of at least $25 (or a monthly gift of at least $10) qualifies you for one-year subscription to our award-winning magazine, All Animals. Sign up using their secure form or call 866-720-2676 to join today. He can donate a substantial amount of money and volunteer his time with the organization’s programs.
B. Explain any possible restrictions, caveats, issues, etc.
While legislation is the key to ensuring lasting change for animals, simply passing a law to ban puppy mills—an idea that’s often proposed—is impractical. Anyone who has worked on legislation (even on something as basic as stopping abuse) can tell you that bringing a bill from an idea into a law is a long and difficult process. Even bills that pass into law often do not contain all the protections we would desire.
Sadly, some purebred dog registries and kennel clubs (which often receive registration fees from puppy mills) have lobbied heavily against these changes—and they have even recruited other animal-use industry groups to help them. Scare tactics are used by those who profit the most from a lack of regulation in the pet industry to frighten small breeders into mistakenly thinking that the proposed laws will apply to them. This strategy has led some smaller breeders and local kennel clubs to oppose bills that would only impact the worst and biggest puppy mills.
Reference:
https://www.humanesociety.org[supanova_question]
5 This Is Your Title: It Should Be Descriptive but Succinct Your
5
This Is Your Title: It Should Be Descriptive but Succinct
Your Name
Department of ABC, University of Wisconsin – Whitewater
ABC 101: Course Name
Professor (or Dr.) Firstname Lastname
Date
This Is Your Title: It Should Be Descriptive but Succinct
This is your introduction and thesis paragraph. The introduction should be about five or six sentences and provide some background or context for your topic. Limit the use of “I” and “you” in academic writing, though they are both used in this directions / template document. When appropriate, include recent events relating to the topic. For example, if you are writing about cyber warfare, you might mention Russia using cyber-attacks to influence the 2016 US presidential election. Your thesis should be one sentence and outline the main points of the paper. Readers should know from your thesis exactly what to expect from your paper. If you need help writing a thesis, check out Kibin’s Thesis Generator for argumentative or compare and contrast essays.
Literature Review or Background (This is a Level 1 Heading)
Summarize and quote the important research on this topic that has gone before you. Define subject-specific vocabulary or related theory. Usually, you want to look at books for background. You might want to use your textbook or an encyclopedia to find the names of researchers or theories that are important to the topic, then, search for those names on UWW Library’s homepage search tool, Research@UWW. Search Research@UWW for keywords of your topic (example: cyber warfare or cyber attack) to find related articles and books. Need help? Ask a Librarian.
This is a Level 2 Heading if Needed
Let’s talk about in-text citation. Anytime you summarize what someone else has said, you must always include the author’s last name and year either in the text narration (see next paragraph) or in parentheses at the end. Most in-text citations should look something like this, with the period after the parentheses (Ramirez, 2017). If you include any direct quotes from someone else, include the author’s last name, year, and page number in parentheses at the end. “Here is an example” (Ramirez, 2017, p. 26). If a work has three or more authors, the in-text citation includes only the first author’s last name and then “et al,” like this: (Stein et al., 2019).
If you would rather not have so many parentheses breaking up the flow of your text, you can also work the in-text citation into what you are writing. For example, you can explain in your narration how Pavlov et al. (2019, p. 5) are known for their research into classical conditioning with animals, while Skinner & Ferster (1957) studied reinforcement of behavior in children.
The purpose of in-text citations is so your reader can find the correct source in your References, so if you include any authors or titles in-text, they absolutely must match up with a corresponding citation in your References. No “orphan” in-text citations! Find out more about in-text citation on the UWW Library’s APA in-text citation page.
Business sources are not standard APA citations. See UWW Library’s APA business sources citation page.
Discussion
The discussion should be the largest part of your paper and include your argument, research, and experiences (for example, through Service-Learning). Each main point of your paper should start its own paragraph with a strong first sentence. Again, limit the use of “I” and “you” in academic writing.
Remember to introduce quotations with who said it and/or why it’s important. Make sure quotes fit seamlessly in your paper. Include short quotations (40 words or less) in-text with quotation marks. Use ellipsis (…) when omitting sections from a quote and use four periods (….) (i.e., an ellipsis plus the period) if omitting the end section of a quote.
This is a longer quote, which is 40 or more words. Indent the quote a half-inch from the left margin and double-space it with no quotation marks. To get the right format, just click on “Quote” in the Styles area on the Word frame above. In parentheses, include the author’s last name, year, and page number at the end, but no period (Smith, 2017, p. 45)
If you include website sources, make sure they are trustworthy. Evaluate your sources using the questions on this page. Check out our LibGuides by subject page – we have a guide for your subject area, and many contain trustworthy free websites that you can use. Or search in some of our introductory databases such as Academic Search Complete, CQ Researcher, ERIC for education, Business Premium Collection for business, or other databases in which you can easily search for popular sources such as newspapers and magazines.
Conclusion
The conclusion restates the thesis and summarizes the main arguments or points of the article, so that your reader could just read the conclusion to generally understand the paper. What is important to learn from reading your paper? If you know of areas in this topic that need further study, mention them. After this paragraph, there is a page break that forces References onto its own page: You will want to keep it there.
References
[More References examples for your assistance here]
American Psychological Association. (year). Article title: Capital letter also for subtitle. Name of Journal, volume#(issue#), pg#-pg#.
Author(s) of essay or chapter. (year). Title of essay or chapter. In F. M. Lastname (Ed.), Book title (pages of essay or chapter). Publisher. https://doi.org/10.xx.xxxxxxxxxx
Freud, S. (year). Article title. Name of Journal, volume(issue), pages. https://doi.org/10.xx.xxxxxxxxxx
Pavlov, I., Jung, C., & Freud, S. (year of last update, month day). Webpage title. Source or hosting webpage. https://www.someurl.com/full/address
Ramirez, A. T. (year). Book title. Publisher. https://doi.org/10.xx.xxxxxxxxxx
Skinner, B. F., & Ferster, C. B. (year). Article title: Capital letter also for subtitle. Name of Journal, volume#(issue#), pg#-pg#. https://doi.org/10.xx.xxxxxxxxxx
Stein, D. J., Friedman, M. J., & Blanco, C. (Eds.). (year). Book title (edition, Vol. #). Publisher. https://doi.org/10.xx.xxxxxxxxxx[supanova_question]
youth care 6-8 pages
“Child and youth care is an evolving practice based discipline” (Stuart, 2013). The seven domains of practice are the focus of this course. These seven domains help guide us through our practice. The purpose of this assignment is to thoroughly examine all seven of the domains of practice. The student is required to make a personal connection to each and connect how you will plan to accomplish mastery of the seven domains. Tasks: Discuss each of the requirements in this paper. Be sure to connect the requirement to you as a domains of practice in CYC. Do not just describe the domain. It is your job to describe the domain, and then establish what that domain means to you as a CYC. How will this assist you, what will be rewarding and challenging about completing these requirements in your career? Discuss how you plan to accomplish the mastery of each domain. Set a goal for each. Please include proper references to our text, the one and only source needed. ?Introduce your paper properly ?Sub title and section your paper for each of the domains of practice. ?Conclude your paper. Criteria for Evaluation: Your ability to describe the domains and relate them to you as a person Consideration is given to: evidence of self-reflection and insight Reference of our text. Ability to connect your reflections with the theory presented in the text, references to theory Professional presentation including APA formatting, proper in-text citations, reference page and attention to grammar and spelling.[supanova_question]
QUESTION 1 In your own words, summarize the development of federalism in
QUESTION 1
In your own words, summarize the development of federalism in the United States from 1789 to present.
Your response must be at least 200 words in length.
QUESTION 2
What is the only national or federal city in the United States? What makes this possible, and what are some unique characteristics of this city per the U.S. Constitution and federal law?
Your response must be at least 200 words in length.
QUESTION 3
Describe the legislative, executive, and judicial branches of the federal and state governments. Then, describe how federalism impacts all levels of government to include local, state, and the federal governments.
Your response must be at least 200 words in length.
QUESTION 4
Analyze the impact of state and local politics on the daily lives of citizens.
Your response must be at least 200 words in length.[supanova_question]
Final questions
This is an all essay questions, therefore, your answers will be assessed on the detail provided. This is due no later than midnight 12/8/21
1. You have inherited $500,000 and have always dreamed of having your own business. After all of your research this semester, decide which of the following factors in acquiring your own business you would base your business on. Explain in detail (pros/cons) your decisions.
a. What type of business would you purchase; start-up, buyout, franchise, or family-owned? Why this particular type?
2. In your opinion, what are the three most important factors to having a successful small business? Why? Explain your answers in detail.
3. Discuss what you believe are the most common reasons a small business is unsuccessful (fails).
4. Regarding the Business Plan:
a. What was the most difficult topic to research? Explain.b. What aspect of your research/business plan surprised you?
5. Would you consider owning your own business now or in the future? Explain in detail (pros/cons) your decision
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Final Questions:
This is an all essay questions, therefore, your answers will be assessed on the detail provided. This is due no later than midnight 12/8/21
1. You have inherited $500,000 and have always dreamed of having your own business. After all of your research this semester, decide which of the following factors in acquiring your own business you would base your business on. Explain in detail (pros/cons) your decisions.
a. What type of business would you purchase; start-up, buyout, franchise, or family-owned? Why this particular type?
2. In your opinion, what are the three most important factors to having a successful small business? Why? Explain your answers in detail.
3. Discuss what you believe are the most common reasons a small business is unsuccessful (fails).
4. Regarding the Business Plan:
a. What was the most difficult topic to research? Explain.b. What aspect of your research/business plan surprised you?
5. Would you consider owning your own business now or in the future? Explain in detail (pros/cons) your decision
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Business Intangibles Essay
Business Intangibles Essay